Transcript Local Roots, Global Reach: Teaching Urban Youth About

Local Roots, Global Reach:
Teaching Urban Youth
About Climate Science
2012 NSTA Conference
Sharon Kinsey, Camden Site Director
Rebecca Kalenak , Essex Site Director
Maggie McCann, Program Educator
Marissa Blodnik, Program Educator
Nick Timpanelli, Program Educator
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Overview of Today’s Workshop
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Programming Overview
4-H Climate Change Rescores
Scope and Sequence of Programming
Activity: Urban Heat Islands (Ice Cores)
Core Curriculum Standards
Evaluation
Q&A
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Program Basics
• Funding – USDA Children, Youth and Families At-Risk
(CYFAR)
• Target Audience – middle school students in urban
areas
• Format – multi-week sessions through school enrichment
and/or afterschool program
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Contact Your Local 4-H County Extension Office
Sharon Kinsey, Camden County Site Director
Rebecca Kalenak , Essex County Site Director
Debi Cole, Co- PI
Alayne Torretta, Co-PI
Ginny Powel, Co-PI
Rachel Lyons, Morris County 4-H Agent
Kendrin Dyitt, Atlantic County 4-H Program Associate
Jeannette Rea-Keywood, Cumberland County 4-H Agent
Janice McDonald, NJ 4-H Science Agent
SCOPE AND SEQUENCE
Scope and Sequence
• Weather & Climate
– Students will understand the difference between weather vs.
climate and determine what controls climate.
What is the
difference
between weather
and climate?
•Students will practice collecting weather data
•Students will uncover what weather was like in the past
•Students will analyze data to uncover how climate is different from
weather
What factors
influence the
Earth’s climate?
•Students will investigate how the Earth gets energy/heat from the
Sun
•Students will explore the role that land, water, and air play in heating
the Earth by investigating heat capacity
•Students will investigate how heat is transferred from one location to
another
What impacts our
local climate?
•Students will explore how seasons influence their local climate
•Students will collect data using infrared sensors to determine how the
amount of heat at a location changes and will map these results
•Students will explore how the type of surface can impact heat
retention (i.e. heat islands)
•Students will explore how certain materials reflect heat more than
others (i.e. the albedo effect)
Scope and Sequence
• Evidence of Climate Change
– Students explore the natural and human induced causes of climate
change. Also, they will explore evidence of past climate change to
answer the question "Has the climate always been like it is now?"
What is the
greenhouse effect
and what role
does carbon
dioxide play in
controlling the
greenhouse
effect?
•Students will investigate sources of carbon dioxide
•Students will explore how carbon dioxide absorbs heat
•Students will investigate how the greenhouse effect works and how it
is related to carbon dioxide concentration
What is the
evidence of
climate change?
•Students will visit four stations with scientific evidence (tree rings,
foraminifera, ice levels, and ozone concentrations) and evaluate which
evidence is indicative of climate change
•Students will report their finding as scientists and compare their
•Students will learn what scientists are doing to study climate change
results
Scope and Sequence
• Impacts of Climate Change
– Students explore how climate change will impact themselves
and their environment.
How does the
changing climate
impact life on
Earth?
•Students will explore how habitats change and how this impact where
species are found
•Students will ocean acidification and how it influences the ocean
organisms
•Students will explore sea level rise as they role play as farmers,
fisherman, construction worker, councilman, etc. Each character will
determine what is important to their group and What policies should be
enforced.
How will climate
change affect our
health?
•Students will investigate lung capacity and how that influences
respiratory health
•Students will investigate pollen, where it is found, and how it can
affect humans
•Students will explore how previous levels of pollen varied from those
today and what they will be like in the future
Scope and Sequence
• Solutions to reducing our Carbon Footprint
– Students explore how they can help lessen their carbon
footprint and will build a service project that can teach the
local community about solutions to climate change.
How can we share
what we know
about climate
change?
•Students will brainstorm what they will do for their service project
•Students will outline how they plan to implement their service project
• Students will lead a community service project
•Students will asses their service
Resources
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Resources
Your Local Cooperative Extension Office
Native Plant Society of New Jersey
NRCS Plants Database
Rutgers Water Resources Program
Your Local Master Gardeners
COSEE NOW Website (Fish Migration Game and more!)
Article: Finding Supplies and Funding Your Garden
Article: We’re Not In Zone 6 Anymore
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Climate Change Backpack
Northeast Science Center Collaborative
http://www.sciencecentercollaborative.org/backpack.php
Backpack includes:
Graphs
Experiments
Climate change play
Imitation ice core
Compact fluorescent light bulb
TIME FOR SOME
HANDS-ON ACTIVITIES
Urban
Suburban
Recording Data
Highest Temp. Description
Lowest Temp.
Description
Connecting to CoreCurriculum Standards
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Curriculum Standard Connections
• Direct Connections
– Science 5.3, 5.4
– Social Studies
– Health and Physical
Education
– Mathematics
• Interdisciplinary Teaching
Tool
• Service Learning Project
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
ESS: Earth and Space Sciences
Middle School
High School
MS.ESS-SS Space
Systems
MS.ESS-HE History of
Earth
MS.ESS-EIP Earth's
Interior Processes
MS.ESS-ESP Earth's
Surface Processes
MS.ESS-WC Weather
and Climate
MS.ESS-HI Human
Impacts
HS.ESS-SS Space
Systems
HS.ESS-HE History of
Earth
HS.ESS-ES Earth's
Systems
HS.ESS-CC Climate
Change
HS.ESS-HS Human
Sustainability
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
2.ECS Earth's Changing Surface
2.SPM Structure, Properties, and
4.LCT Life Cycles and Traits
Interactions of Matter
K.OTE Organisms and
4.PSE Processes that Shape the Earth
2.IOS Interdependence of
Their Environments
4.E Energy
Organisms and their
K.SPM Structure and
4.WAV Waves
Surroundings
Properties of Matter
5.SPM Structure, Properties, and
2.PP Pushes and Pulls
K.WEA Weather
Interactions of Matter
3.WCI Weather, Climate, and
1.SF Structure and
5.MEE Matter and Energy in
Impacts
Function
Ecosystems
3.EIO Environmental Impacts on
1.LS Light and Sound
5.ESI Earth Systems and Their
Organisms
1.PC Patterns and Cycles
Interactions
3.SFS Structure, Function, and
5.SSS Stars and the Solar System
Stimuli
3.IF Interactions of Forces
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
www.nextgenscience.org/search-standards
EVALUATION
EVALUATION
Short Term
• Youth will increase knowledge
in climate change and related
societal issues
• Youth will develop and
demonstrate skills in
technology
Indicators
• Increase in climate science
knowledge as measured by
pre/post Likert scale
assessments, journal writings,
and rubrics.
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Increase in technology skills
measured by a variety of tools
including use of computer, digital
photography and/or filmmaking,
site website development, and/or
community blogs as well as
examine graphs, data, maps &
analyze trends, etc.
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Youth demonstrate action on local
climate change issues through
service projects; the number and
scope of climate change service
projects is assessed.
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Youth demonstrate knowledge by
educating others
• Youth will address local
climate change issues through
service project
• Youth communicate accurate
knowledge and their concerns
about climate change and/or
climate justice issues in their
local communities.
EVALUATION
Long Term
Indicators
• Youth demonstrate positive
attitudes toward science/
science education and
increase awareness of careers
in climate change or
environmental science
• Youth increase scores and/or
interest in school science;
they express interest in
furthering education in field of
science
• Schools, organizations and
local communities decisions
lead to meaningful actions to
reduce air pollutants and
greenhouse gas emissions.
• Capacity of community based
partners to continue with
climate science/ climate
change education will be
enhanced.
• Higher number of community
tree planting programs,
increased recycling, home
energy improvements, and
increased use of alternative
transportation/public transit
use; measured through sitesponsored activities and/or
county statistics.
• Sustainability of programming
comes through community
based partners and schools.
Q&A
Local Roots, Global Reach:
Teaching Urban Youth About Climate Science
Speaker Contact Information:
Rebecca Kalenak, Essex County 4-H Agent, Site Director
[email protected]
Sharon Kinsey, Camden County 4-H Agent, Site Director
[email protected]
Maggie McCann,
Marissa Blodnik,